Search

Your search keyword '"DEVELOPMENTAL OUTCOMES"' showing total 11 results
Start Over Descriptor "DEVELOPMENTAL OUTCOMES" Publication Type eBooks
11 results on '"DEVELOPMENTAL OUTCOMES"'

4. Emotion Regulation

Author

Stifter, Cynthia, Augustine, Mairin, LoBue, Vanessa, editor, Pérez-Edgar, Koraly, editor, and Buss, Kristin A., editor

Published
2019
Full Text
View/download PDF

11. Engaging Students

Author

Kuh, George, Strydom, Francois, and Loots, Sonja

Subjects
Academics, Academic achievement, Academic advising, Academic advisors, Academic challenge, Academic development, Academic literacy, Academic performance, Academic support, Access, Academic staff (also see academics/Lecturers), Actionable, Active learning, Agency, Aggregated, Analyse, Apply, Ask questions, Assessment, Attitude, Australasian Survey of Student Engagement (AUSSE), Beginning University Survey of Student Engagement (BUSSE), Benchmarking, Bloom’s taxonomy, Business, economics and management, Campus environment, Capacity, Career advisors, Challenges, Classroom activities, Classroom Survey of Student Engagement (CLASSE), Co-curricular (also see extra-curricular), Cognitive, Cognitive development, Cognitive educational activities, Cognitive functions, Cognitive skills, Collaborative learning, Colleges, Community college, Comprehensive universities, Conditional formatting, Contextual, Contextual challenges, Contextualised, Council on Higher Education (CHE), Course (module/subject), Critical thinking, Culture, Curriculum, Data, Data-informed, Decision-making, Decolonisation, Deep learning, Department chairs (heads of departments), Department of Higher Education and Training (DHET), Development, Developmental outcomes, Diagnostic, Disaggregating, Discussions, Discussion with diverse others, Dropout, Education outcomes, Effective educational behaviours, Effective educational practices, Effective leadership, Effective teaching practices, Empirical, Engagement – also see Student Engagement, Engineering, Equity, Equitable outcomes, Evaluate, Evidence, Evidence-based, Expectations, Expected academic difficulty, Expected academic perseverance, Experiential learning, Experience with staff, Extended degree, Extended curricula, Extra-curricular (also see co-curricular), Financial Stress Scale, First-generation, First-year, Food, Food insecurity, Frequency, Freshman myth, Gender, Graduate attributes (Learning outcomes), Group work, Heads of departments, High-Impact practices, Higher education outcomes, Higher-Order Learning, Holistic, Humanities, Incentive, Indicators, Innovation, Innovative, Instructional paradigm, Interactions, Interventions, Institutional culture, Institutional performance, Institutional research, Institutional researchers, Institution-wide approaches, Interpersonal relationships, Interpersonal skills, Intersectional, Intersectionality, Irish Survey of Student Engagement (ISSE), Knowledge, Knowledge society, Language, Law, Leaders, Leadership (management/university leadership), Learning, Learning environments, Learning facilitator, Learning outcomes, Learning paradigm, Learning strategies, Learning with peers, Lecturer Survey of Student Engagement (LSSE), Lecturers (also see academics/academic staff), Librarians, Management (University leaders and Leadership), Mathematics, Memorisation, Mentor, Mentoring, Mentorship, Mission, Module (course/subject), Motivation, National Benchmark Tests (NBT), National Benchmark Test Project (NBTP), National Development Plan, National Survey of Student Engagement (NSSE), Natural and Agricultural Sciences, Next Generation of Academics Programme (nGAP), Numeracy development, Off-campus, On-campus, Online resources, Pathways, Peer learning (also see Tutor), Pedagogical approaches, Pedagogical contexts, Pedagogical environments, Pedagogical experiences, Pedagogical innovation, Pedagogical practices, Pedagogical relationship, Pedagogical responsiveness, Pedagogies, Perceived academic preparation, Perceived preparedness, Persistence, Policies, Policy, Policy makers, Practical significance, Practical work, Preparing for class, Professional development, Professionals, Professional staff, Quadrant, Quality, Quality assurance, Quality of interactions, Quantitative reasoning, Reflection, Reflective and integrative learning, Relationships, Research, Responsiveness, Resources, Retention, Science, engineering and technology, Self-reflection, Senior students, Service learning, Social sciences, Socio-economic, South African Survey(s) of Student Engagement (SASSE), Staff development (also academic development and lecturer development), Stakeholder, Strategies, Statistical, Student affairs, Student behaviour, Student bodies, Student data, Student development, Student engagement, Student evaluation, Student financial aid, Student involvement, Student learning, Student life, Student needs, Student outcomes, Student organisations, Student perspective, Student participation, Student performance, Student persistence, Student retention, Student responses, Student societies, Student-staff interaction, Student success, Student views, Student voice, Success rates, Subject (course/module), Support services, Support staff, Supportive campus, Supportive environment, Synthesise, Systemic perspective, Systemic understanding, Teaching, Teaching and learning, Techniques, Time, Time management, Traditional universities, Transformation, Transformative, Transition, Tutor, Tutorials, Undergraduate research, Underprepared, United States, University Capacity Development Grant (University Capacity Development Programme), Universities, Universities of Technology, University leaders, Unrealistic, Well-being, thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education
Abstract

The book provides a rich, informative picture of the current state of student engagement evaluation, while also highlighting challenges and opportunities for future advances. A particular strength of this publication is its emphasis on the importance of taking evidence-based decisions, and showing how the South African Survey of Student Engagement (SASSE) can provide the evidence for well-informed changes in policy and practice in order to enhance student success." - Prof Magda Fourie-Malherbe, Stellenbosch University

Published
2017
Full Text
View/download PDF

Catalog

Books, media, physical & digital resources
See catalog results